The great importance and even absolute necessity of a regular and systematic course of exercise for the preservation of health, and confirming and rendering vigorous the constitution, I presume, must be evident to the most superficial observer. It is for want of this, that so many of our most promising youths lose their health by the time they are prepared to enter on the grand theatre of active and useful life, and either prematurely die, or linger out a comparatively useless and miserable existence. That the health of the closest applicant may be preserved, when he is subjected to a regular and systematic course of exercises, I know, from practical experience; and I have no hesitation in asserting, that in nine cases out of ten, it is just as easy for a youth, however hard he may study, to attain the age of manhood, with a firm and vigorous constitution, capable of enduring exposure, hunger and fatigue, as it is to grow up puny and debilitated, incapable of either bodily or mental exertion.
3. A third defect in our system is, the amount of idle time allowed the students; that portion of the day during which they are actually engaged in study and recitations, under the eye of their instructors, comprises but a small portion of the whole; during the remainder, those that are disposed to study, will improve at their rooms, while those who are not so disposed, will not only not improve, but will be very likely to engage in practices injurious to their constitutions and destructive to their morals. If this vacant time could be employed in duties and exercises, which, while they amuse and improve the mind, would at the same time invigorate the body and confirm the constitution, it would certainly be a great point gained. That this may be done, I shall attempt in the course of these observations, to show.
4. A fourth defect is, the allowing to students, especially to those of the wealthier class, too much money, thereby inducing habits of dissipation and extravagance, highly injurious to themselves, and also to the seminaries of which they are members. I have no hesitation in asserting, that far the greater portion of the irregularities and disorderly proceedings amongst the students of our seminaries, may be traced to this fatal cause. Collect together at any seminary, a large number of youths, of the ages they generally are at our institutions, furnish them with money, and allow them a portion of idle time, and it may be viewed as a miracle, if a large portion of them do not become corrupt in morals, and instead of going forth into the world to become ornaments in society, they rather are prepared to become nuisances to the same. There is in this respect, an immense responsibility resting on parents and guardians, as well as on all others having the care and instruction of youth, of which it appears to me they are not sufficiently aware.
When youths are sent to a seminary, it is presumed they are sent for the purpose of learning something that is useful, and not to acquire bad habits, or to spend money; they should consequently be furnished with every thing necessary for their comfort, convenience and improvement, but money should in no instance be put into their hands. So certainly as they have it, just so certainly will they spend it, and this will, in nine cases out of ten, be done in a manner seriously to injure them, without any corresponding advantage. It frequently draws them into vicious and dissolute company, and induces habits of immorality and vice, which ultimately prove their ruin. The over-weening indulgence of parents, has been the cause of the destruction of the morals and future usefulness of many a promising youth. They may eventually discover their error, but alas, it is often too late to correct it. Much better does that person discharge the duties of a real friend to the thoughtless, unwary youth, who withholds from him the means of indulging in dissipated and vicious courses.
5. A fifth defect is the requiring all the students to pursue the same course of studies.
All youth have not the same inclinations, nor the same capacities; one may possess a particular inclination and capacity for the study of the classics, but not for the mathematics and other branches of science; with another it may be the reverse. Now it will be in vain to attempt making a mathematician of the former, or a linguist of the latter. Consequently, all the time that is devoted in this manner, will be lost, or something worse than lost. Every youth, who has any capacity or inclination for the acquirement of knowledge, will have some favorite studies, in which he will be likely to excel. It is certainly then much better that he should be permitted to pursue those, than, that by being forced to attend to others for which he has an aversion, and in which he will never excel, or ever make common proficiency, he should finally acquire a dislike to all study. The celebrated Pascal, is a striking instance of the absurdity and folly of attempting to force a youth to attend to branches of study, for which he has an utter aversion, to the exclusion of those for which he may possess a particular attachment. Had the father of this eminent man persisted in his absurd and foolish course, France would never have seen him, what he subsequently became, one of her brightest ornaments.
6. A sixth defect is the prescribing the length of time for completing, as it is termed, a course of education. By these means, the good scholar is placed nearly on a level with the sluggard, for whatever may be his exertions, he can gain nothing in respect to time, and the latter has, in consequence of this, less stimulus for exertion. If any thing will induce the indolent student to exert himself, it is the desire to prevent others getting ahead of him. It would be much better to allow each one to progress as rapidly as possible, with a thorough understanding of the subject.
Having stated what appeared to him the most prominent defects in the academies and colleges as organized and conducted, he next proceeds to point out the remedies.
1. The organization and discipline should be strictly military.
Under a military system, subordination and discipline are much more easily preserved than under any other. Whenever a youth can be impressed with the true principles and feelings of a soldier, he becomes, as a matter of course, subordinate, honorable, and manly. He disdains subterfuge and prevarication, and all that low cunning, which is but too prevalent. He acts not the part of the assassin, but if he have an enemy, he meets him openly and fairly. Others may boast that they have broken the laws and regulations of the institution of which they are, or have been members, and have escaped detection and punishment, by mean prevarication and falsehood. Not so the real soldier. If he have broken orders and regulations, he will openly acknowledge his error, and reform; but will not boast of having been insubordinate. Those principles, if imbibed and fixed in early youth, will continue to influence his conduct and actions during life; he will be equally observant of the laws of his country, as of the academic regulations under which he has lived; and will become the more estimable citizen in consequence thereof. I shall not pretend, however, that all who wear a military garb, or live, for a time, even under a correct system of military discipline, will be influenced in their conduct by the principles above stated; but if they are not, it only proves that they have previously imbibed erroneous principles, which have become too firmly fixed to be eradicated; or that nature has not formed them with minds capable of soaring above what is low and groveling.